Provision of appropriate learning strategies will be able to improve concepts understanding and applications of graphic design concepts. This study aimed to determine the effect of Collaborative e-learning support strategies for a classroom and self-regulated learning (SRL) outcomes and concepts application. Data analysis was performed with the MANOVA statistical test. The results of the study concluded: (1) There is a significant difference in the learning outcomes of concepts understanding between students who implemented the Collaborative e-learning (CeL) strategy and students who implemented the Collaborative Non e-learning (CNeL) strategy (p = 0.000). (2) There is a significant difference in the learning outcomes of the concepts application between students who apply CeL strategies and students who apply CNeL strategies (p = 0.000). (3) There is a significant difference in the learning outcomes of concepts understanding between students who have high and low SRL (p = 0.049). (4) There is a significant difference in the learning outcomes of concepts application between students who have high and low SRL (p = 0,000). (5) There is an interaction between the CeL strategy and the CNeL strategy with high and low SRL towards the concepts understanding learning outcomes (p = 0.002). (6) There is no interaction between the CeL strategy and the CNeL strategy with high and low SRL to the learning outcomes of the concepts application (p = 0.761). The use of CeL strategies can improve SRL of understanding graphic design concepts and application. In building the ability to understand and apply graphic design concepts in the Mathematics Education Study Program, the application of CeL strategies in this study is better than CNeL strategies in terms of improving the application ability of students' mathematics learning concepts